<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1405-6666</journal-id>
<journal-title><![CDATA[Revista mexicana de investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[RMIE]]></abbrev-journal-title>
<issn>1405-6666</issn>
<publisher>
<publisher-name><![CDATA[Consejo Mexicano de Investigación Educativa A.C.]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1405-66662023000300837</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Educación en confinamiento en Colombia: Una mirada a las relaciones familia-escuela en tiempos de pandemia]]></article-title>
<article-title xml:lang="en"><![CDATA[Education during Lockdown in Colombia: A View of Family/School Relationships During the Pandemic]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gómez-Navas]]></surname>
<given-names><![CDATA[Diana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Marín-Riva]]></surname>
<given-names><![CDATA[María del Pilar]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas Facultad de Ciencias y Educación ]]></institution>
<addr-line><![CDATA[Bogotá D.C. ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas Facultad de Ciencias y Educación ]]></institution>
<addr-line><![CDATA[Bogotá D.C. ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2023</year>
</pub-date>
<volume>28</volume>
<numero>98</numero>
<fpage>837</fpage>
<lpage>862</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S1405-66662023000300837&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S1405-66662023000300837&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S1405-66662023000300837&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este estudio presenta una mirada sobre los efectos de las modalidades de educación remota o virtual, implementadas durante la pandemia por COVID-19, en las relaciones familia y escuela, los impactos en los espacios y tiempos educativos, así como las consecuencias en la socialización y la escolarización. Para ello, se recuperaron 104 testimonios de padres y madres, estudiantes y docentes en educación obligatoria para entender sus experiencias durante los periodos de confinamiento estricto y cierre de las instituciones escolares. La metodología apeló a la experiencia inmediata desde una perspectiva socioanalítica; un recurso que, en medio de un momento ensombrecido, permitió sacar a flote aquellas vivencias normalizadas de la familia y la escuela en tanto certezas del día a día, para avizorar las continuidades y discontinuidades provocadas por el confinamiento obligatorio. El análisis revela estrategias para mantener las formas escolares en casa, pero con una sensible sobrecarga para la familia, una percepción desfavorable sobre la calidad de lo aprendido y de la pérdida de la autoridad pedagógica de la escuela o de la obligación de esta de ceder parte de sus funciones a la familia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This study presents a view of how family/school relationships were affected by the remote or virtual education implemented during the COVID-19 pandemic; it also looks at the impact on educational space and time, and the consequences for socialization and schooling. To understand the respondents' experiences during the strict lockdown and school closures, 104 narratives were compiled from parents, students, and teachers at the compulsory educational level. The methodology employed immediate experience from a socio-analytical perspective: a resource that exposed, in a dark moment, the normalized daily experiences of families and schools, and the continuities and discontinuities of the lockdown. The analysis reveals strategies for home schooling that led to an overload for families, an unfavorable perception of the quality of learning, and the loss of the school's pedagogical authority or the school's obligation to cede part of its functions to the family.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[educación a distancia]]></kwd>
<kwd lng="es"><![CDATA[relación familia-escuela]]></kwd>
<kwd lng="es"><![CDATA[percepción espacio-temporal]]></kwd>
<kwd lng="es"><![CDATA[autoridad pedagógica]]></kwd>
<kwd lng="es"><![CDATA[socialización]]></kwd>
<kwd lng="en"><![CDATA[distance education]]></kwd>
<kwd lng="en"><![CDATA[family/school relationship]]></kwd>
<kwd lng="en"><![CDATA[perception of space and time]]></kwd>
<kwd lng="en"><![CDATA[pedagogical authority]]></kwd>
<kwd lng="en"><![CDATA[socialization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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